Many learners with behavioral concerns have deficits in skill areas related to language, cognitive skills, social skills, adaptive or self-help skills which may decrease the ability to function across environments. These behavioral deficits frequently contribute to problem behavior.
Problem or interfering behavior is identified and defined based upon the function the behavior serves in the learner’s environment. Assessment processes begin with determining and defining the problem behavior to be reduced. Direct observation of the behavior is necessary to effectively evaluate the environmental variables responsible for maintaining or increasing the problem behavior.
Upon completion of the assessment process an individualized Functional Behavioral Assessment (FBA) report is written. The purpose of the assessment process is to make treatment recommendations regarding the target behavior(s) of concern.
After the assessment process is completed, a treatment plan or Behavior Intervention Plan (BIP) is then developed. The focus of the treatment plan is to remediate deficit behavior while reducing the problem behavior of concern. Problem behavior is reduced by teaching alternative acceptable behavior which serves the same function as the problem behavior.